Using multimedia and hypermedia to promote intercultural education and an appreciation for pedagogical and student diversity

Intercultural communication and education are important topics that are gaining prominence in many fields of study. In this article, a multimedia and hypermedia tool is presented that has demonstrated important successes in promoting intercultural education and an appreciation for pedagogical and student diversity. The article begins with an introduction to the need for this type of research with overview questions provided from a reading of Clifford Geertz. The technological tool is then presented and research data is provided to support its integration. The article ends with a call for more research.Intercultural communication and education are important topics that are gaining prominence in many fields of study. In this article, a multimedia and hypermedia tool is presented that has demonstrated important successes in promoting intercultural education and an appreciation for pedagogical and student diversity. The article begins with an introduction to the need for this type of research with overview questions provided from a reading of Clifford Geertz. The technological tool is then presented and research data is provided to support its integration. The article ends with a call for more research

Using multimedia and hypermedia to promote intercultural education and an appreciation for pedagogical and student diversity

Intercultural communication and education are important topics that are gaining prominence in many fields of study. In this article, a multimedia and hypermedia tool is presented that has demonstrated important successes in promoting intercultural education and an appreciation for pedagogical and student diversity. The article begins with an introduction to the need for this type of research with overview questions provided from a reading of Clifford Geertz. The technological tool is then presented and research data is provided to support its integration. The article ends with a call for more research.Intercultural communication and education are important topics that are gaining prominence in many fields of study. In this article, a multimedia and hypermedia tool is presented that has demonstrated important successes in promoting intercultural education and an appreciation for pedagogical and student diversity. The article begins with an introduction to the need for this type of research with overview questions provided from a reading of Clifford Geertz. The technological tool is then presented and research data is provided to support its integration. The article ends with a call for more research

Publishing data evidence to support educational technology claims [Editorial]

As is evident by this issue, JTATE publishes works that include rich data evidence, regardless of the method used in the research design. Detailed and careful research analyses, as well as purposeful design and construction of the write-up are critical to building a strong foundation of educational technology literature. Researchers in educational technology and technology and teacher education more specifically, who decide to follow a platinum standard for research publication, are strengthening and broadening the credibility of a relatively young field. The JTATE editors promote this line of thinking, encouraging editorial board members, reviewers, and authors to assist with this important goal

Experiences in promoting an intercultural perspective in an educational technology program

Technology is a driving force behind why intercultural education and intercultural communication are important goals for the 21st century. As such, tomorrow’s educational technology leaders must be well-versed in these areas. In this article we describe an international grant designed to build a transatlantic doctoral community focused on educational technology, highlight the impact of this grant on an educational technology program in the United States and provide suggestions for others interested in enculturating educational technology doctoral students into a community of intercultural practice. Readers will be particularly interested in our struggles (and potential solutions) related to student exchanges and our curriculum for courses designed to elevate intercultural education in our program.Technology is a driving force behind why intercultural education and intercultural communication are important goals for the 21st century. As such, tomorrow’s educational technology leaders must be well-versed in these areas. In this article we describe an international grant designed to build a transatlantic doctoral community focused on educational technology, highlight the impact of this grant on an educational technology program in the United States and provide suggestions for others interested in enculturating educational technology doctoral students into a community of intercultural practice. Readers will be particularly interested in our struggles (and potential solutions) related to student exchanges and our curriculum for courses designed to elevate intercultural education in our program

Experiences in promoting an intercultural perspective in an educational technology program

Technology is a driving force behind why intercultural education and intercultural communication are important goals for the 21st century. As such, tomorrow’s educational technology leaders must be well-versed in these areas. In this article we describe an international grant designed to build a transatlantic doctoral community focused on educational technology, highlight the impact of this grant on an educational technology program in the United States and provide suggestions for others interested in enculturating educational technology doctoral students into a community of intercultural practice. Readers will be particularly interested in our struggles (and potential solutions) related to student exchanges and our curriculum for courses designed to elevate intercultural education in our program.Technology is a driving force behind why intercultural education and intercultural communication are important goals for the 21st century. As such, tomorrow’s educational technology leaders must be well-versed in these areas. In this article we describe an international grant designed to build a transatlantic doctoral community focused on educational technology, highlight the impact of this grant on an educational technology program in the United States and provide suggestions for others interested in enculturating educational technology doctoral students into a community of intercultural practice. Readers will be particularly interested in our struggles (and potential solutions) related to student exchanges and our curriculum for courses designed to elevate intercultural education in our program

Online Learning

K-12 Online Learning has exponentially grown in the last 15 years. An estimated 1.2 million K-12 students took online classes last year; 45 states currently have some form of online learning at the state-level; and some states mandate some sort of online experience prior to high school graduation. Given its dramatic growth and ubiquity in K-12 schooling, it is critical that administrators learn more about K-12 schooling and the role it may play in their district or building. Unfortunately, there is not one single model of K-12 online schooling. Therefore, there is not one suggested set of recommendations, learnings, or best practices administrators should pay attention to. The purpose of this chapter is to introduce administrators to some of the more generic models of K-12 virtual schooling, the new roles that are created with this innovative form of teaching and learning, and any research that might impact decision-making at the building or district levels

Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: one built around a computer-based game and the other built around a narrative case. The research questions addressed student learning of basic biological principles, development of interest in learning science, and how a game-based approach compared to a nongame-based approach in terms of supporting learning. The study employed a pre-post design with 1,888 high school students nested within the classes of 36 biology teachers. Results indicated that students participating in both approaches demonstrated statistically and practically significant gains on both proximal and distal assessments of biological content knowledge. Neither group demonstrated gains in science interest. The curriculum by time interaction was not statistically different, indicating that students in both groups showed similar results. Implications for game-based science learning and future research include building better awareness of technological and professional development challenges associated with implementing educational games, the need for new strategies for understanding the impacts of games for learning, and the need for cost-benefit analyses in the planning of game-based educational approaches

Patterns of Morphological Variation of \u3ci\u3eSalsuginus yutanensis\u3c/i\u3e (Monogenea: Ancyrocephalidae) over Space and Time

Salsuginus yutanensis occurs on the gills of the Plains topminnow Fundulus sciadicus Cope. The fish of this species have been found to vary morphologically and biochemically among disjunct populations. Morphological characteristics of the sclerotized parts of S. yutanensis were examined from three localities in Nebraska, over a 2-yr collecting period. Analysis of variance was used to assess morphological variation with respect to site and date. Worms from two localities, Keith and Saunders counties, differed significantly for most characters considered. A third site, also in Keith County, contained worms for which measurement means tended to be intermediate between those in the other two sites. This site-related difference was maintained over a pattern of broad seasonal variation and suggests that the site-related differences are of evolutionary origin. If this interpretation is true, then the parasite populations likely are isolated in a manner analogous to those of the host. However, differences due to effects of temperature on worm development were not ruled out as possible explanations for the observations although consistent temperature differences between the sites are unlikely, given the nature of the habitats studied

Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: one built around a computer-based game and the other built around a narrative case. The research questions addressed student learning of basic biological principles, development of interest in learning science, and how a game-based approach compared to a nongame-based approach in terms of supporting learning. The study employed a pre-post design with 1,888 high school students nested within the classes of 36 biology teachers. Results indicated that students participating in both approaches demonstrated statistically and practically significant gains on both proximal and distal assessments of biological content knowledge. Neither group demonstrated gains in science interest. The curriculum by time interaction was not statistically different, indicating that students in both groups showed similar results. Implications for game-based science learning and future research include building better awareness of technological and professional development challenges associated with implementing educational games, the need for new strategies for understanding the impacts of games for learning, and the need for cost-benefit analyses in the planning of game-based educational approaches